I remember the first time I sat in an IEP meeting for a student who was a “dual-identified” learner—new to English and identified with a significant cognitive disability. The room was divided. The ESL teacher spoke about language acquisition stages, while the special education team focused on processing deficits. I sat there thinking, “We are looking … Read more
As a Special Education and English Learner teacher at my Washington DC school, I have spent a career working with students who find the act of reading to be an exercise in endurance rather than exploration. In my Digital Literacy Academy, I am the lead teacher for students with significant cognitive disabilities, many of whom … Read more
I remember sitting in an initial evaluation meeting early in my career, looking at a young girl who had just moved to the country six months prior. The data showed she was struggling with reading and followed almost no verbal directions. The team was ready to label her with a “Specific Learning Disability.” But something … Read more
As a Special Education and English Learner teacher, I used this lesson with students who struggle with reading comprehension and written expression at my Washington DC school. In my role as the Digital Literacy Academy lead, I often see students who are essentially “information-blind” when they look at a complex page of text. For a … Read more
I remember the first time I sat across from a new teacher who was nearly in tears. She had a classroom full of students who were both English Language Learners (ELLs) and had significant cognitive disabilities. She looked at me and said, “I have 50 minutes for English, and I’m spending 40 of them just … Read more
As a Special Education and English Learner teacher, I used this lesson with students who struggle with reading comprehension and written expression at my Washington DC school. For my students—many of whom navigate the world through Individualized Education Programs (IEPs) for significant cognitive disabilities and the added layer of English language acquisition—abstract concepts like “inferencing” … Read more
I used this lesson with students who struggle with reading comprehension and written expression, and what I discovered was that for my students, a picture truly is worth a thousand words—especially when those words are embedded in a complex digital manual or a dense informational text. My name is Maria, and my classroom is a … Read more
I remember sitting in a windowless conference room early in my career, staring at a draft IEP for a student who was both a newcomer to the country and a learner with a significant cognitive disability. The goal I had written was generic: “The student will read 10 sight words with 80% accuracy.” My mentor leaned over, … Read more
Effective support for bilingual students with disabilities requires a shift from viewing labels like “SPED” or “ELL” as deficits to seeing them as intersections of unique strengths. Key strategies include using Universal Design for Learning (UDL) to provide multiple means of representation, such as digital books, tactile symbols, and visual schedules.
Consistency is vital; use the same vocabulary across home and school settings to reduce cognitive load. Scaffolding—starting at a student’s current level and using sentence frames or graphic organizers—empowers learners to engage with complex content. Finally, leverage assistive technology like speech-to-text and translation apps to bridge communication gaps. By fostering collaboration between families and educators, we create inclusive environments where every student can advocate for themselves and succeed.
Vocabulary instruction for multilingual learners cannot rely on memorization or isolated word lists. Many English learners—especially those who also receive special education services—need vocabulary to be taught in ways that are explicit, structured, and deeply connected to meaning. In my classroom, vocabulary instruction is carefully scaffolded so that students can interact with new words multiple times and in multiple ways.
Each new word begins with clear context. Instead of presenting vocabulary in isolation, I introduce it through short texts, visuals, or shared discussions so students can see how the word functions in real language. We analyze the word together, exploring its meaning, possible translations, related forms, and how it might appear in academic tasks such as reading or writing.
Structured supports make the difference. Graphic organizers, sentence frames, visuals, and guided discussion help students practice using the word safely before they are expected to use it independently. Students repeat, say, write, and apply the word across activities so the learning moves beyond recognition toward real ownership.
Most importantly, vocabulary instruction is not a one-day lesson. Words return throughout the week in reading passages, writing prompts, and partner conversations. This repeated exposure helps students gradually internalize meaning while building the confidence to use new academic language in authentic ways.
